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<p>Medical education is frequently filtered through a dichotomy of “high-yield” versus “low-yield” learning, in which students prioritize activities perceived to maximize exam performance and residency competitiveness while undervaluing experiences whose benefits are less immediate or easily measured. In this reflective piece, we examine how this mindset shapes learning behaviors during preclinical training and clinical rotations and why an overly efficiency-driven approach may narrow what students come to value in medical school. Recent literature suggests that students increasingly rely on third-party resources and efficiency-oriented study strategies, particularly when curricula are perceived as misaligned with exams or overly time-consuming. At the same time, active learning, patient-centered experiences, and elements of the hidden curriculum remain critical for clinical reasoning, professional identity formation, and deeper understanding. To clarify these tensions, we propose a five-level framework of educational engagement inspired by Maslow’s hierarchy of needs. In this model, high-yield activities remain foundational, but belonging, feedback, understanding, and purpose-building experiences are treated as essential developmental needs rather than optional extras. We also offer practical examples of how students and faculty could operationalize this framework within current curricula without requiring major structural reform. Reframing the conversation from a binary model to a hierarchy of educational needs may help medical students balance efficiency with curiosity, meaning, and long-term professional growth.</p>

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Re-evaluating the “High-Yield” and “Low-Yield” Paradigm of Medical Student Education

  • 期刊论文

  • 发表日期：

    2026年5月30日

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  • Luke M. Tomasovic,
  • Jeremy R. Ellis,
  • Annie C. Wang,
  • Anmol Warman

摘要

Medical education is frequently filtered through a dichotomy of “high-yield” versus “low-yield” learning, in which students prioritize activities perceived to maximize exam performance and residency competitiveness while undervaluing experiences whose benefits are less immediate or easily measured. In this reflective piece, we examine how this mindset shapes learning behaviors during preclinical training and clinical rotations and why an overly efficiency-driven approach may narrow what students come to value in medical school. Recent literature suggests that students increasingly rely on third-party resources and efficiency-oriented study strategies, particularly when curricula are perceived as misaligned with exams or overly time-consuming. At the same time, active learning, patient-centered experiences, and elements of the hidden curriculum remain critical for clinical reasoning, professional identity formation, and deeper understanding. To clarify these tensions, we propose a five-level framework of educational engagement inspired by Maslow’s hierarchy of needs. In this model, high-yield activities remain foundational, but belonging, feedback, understanding, and purpose-building experiences are treated as essential developmental needs rather than optional extras. We also offer practical examples of how students and faculty could operationalize this framework within current curricula without requiring major structural reform. Reframing the conversation from a binary model to a hierarchy of educational needs may help medical students balance efficiency with curiosity, meaning, and long-term professional growth.